On the Outs: Learning Styles, Resistance to Change, and Teacher Retention
Article
Amy Overbay, North Carolina State University, United States ; Ashley Patterson, University of Richmond, United States ; Lisa Grable, North Carolina State University, United States
CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs Type Inventory, had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences. Implications for policy and practice are discussed. In particular, teachers with the ST learning style preference may require additional support to enable them to adapt to changes within the dynamic environment of a school undergoing an intensive technology reform effort.
Citation
Overbay, A., Patterson, A. & Grable, L. (2009). On the Outs: Learning Styles, Resistance to Change, and Teacher Retention. Contemporary Issues in Technology and Teacher Education, 9(3), 356-370. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/28227/.
© 2009 Society for Information Technology & Teacher Education
Keywords
References
View References & Citations Map- Anhorn, R. (2008) The profession that eats its young. Delta Kappa Gamma Bulletin, 74(3), 15-26.
- Barkdoll, G.L (1998). Individual personality and organizational culture or 'let's change this place so I feel more comfortable.' Public Administration and Management: An Interactive Journal, 10(16). Retrieved from the Wayback Machine Internet Archive: http://web.archive.org/web/19991112232859/http://www.pamij.com/barkdoll.html
- Barnes, G., Crowe, E., & Schaefer, B. (2007). The cost of teacher turnover in five districts. Washington, DC : National Commission on Teaching and America ’s Future. Contemporary Issues in Technology and Teacher Education, 9(3)
- Bovey, W.H., & Hede, A. (2001). Resistance to organizational change: The role of defense mechanisms. Journal of Managerial Psychology, 16(7), 534-548.
- Brandyberry, A.A. (2003). Determinants of adoption for organizational innovations approaching saturation. European Journal of Innovation Management, 6(3), 150-158.
- Briggs, K.C., & Myers, I.B. (1998). Myers-Briggs Type Indicator Form M Self-Scorable (Rev. Ed.), Palo Alto, CA: CPP, Inc.
- Cooper, J.R. (1998). A multidimensional approach to the adoption of innovation. Management Decision, 36(8), 493-502.
- Cooper, S.E, & Miller, J.A. (1991). MBTI learning style– teaching style discongruencies, Educational and Psychological Measurement, 51, 699-706.
- Dent, E.B., & Goldberg, S.G. (1999). Challenging resistance to change. The Journal of Applied Behavioral Science, 35(1) 25-41.
- Dove, M.K. (2004). Teacher attrition: A critical American and international education issue. Delta Kappa Gamma Bulletin, 71(1), 8-30.
- Fabry, D.L., & Higgs, J.R. (1997). Barriers to the effective use of technology in education: Current status. Journal of Educational Computing Research, 17(4), 385-395.
- Felder, R.M., & Silverman, L.K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
- Flanagan, L., & Jacobsen, M. (2003). Technology leadership for the twenty-first century principal. Journal of Educational Administration, 41(2), 124-142.
- Furnham, A. (1996). The big five versus the big four: The relationship between the MyersBriggs Type Indicator (MBTI) and NEO-PI five factor model of personality. Personality and Individual Differences, 21(2), 303-307.
- Grable, L.L., & Park, J.C. (2002, March). Expanding teachers' literacy in science and mathematics: Basing technology professional development on histories of classroom practice and beliefs. In C. Crawford et al., (Eds.), Proceedings of the Society for Information Technology& Teacher Education International Conference (pp. 652-653).
- Horton, C.B., & Oakland, T. (1997). Temperament-based learning styles as moderators of academic achievement. Adolescence, 32(12), 131-142.
- Ingersoll, R.M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.
- Ingersoll, R.M., & Smith, T.M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.
- Judge, T.A., Thoreson, C.J., Pucik, V., & Welbourne, T.M. (1999). Managerial coping with organizational change: A dispositional perspective. Journal of Applied Psychology, 84, 107-122.
- Jung, C. (1921). Psychological types. Palo Alto, CA : Consulting Psychologists Press.
- Kalsbeek, D.H. (1989). Linking learning style theory with retention research: The trails project. Association for Institutional Research, 32, 1-7.
- Kiersey, D., & Bates, M. (1984). Please understand me (5th ed.). Del Mar: Prometheus Nemesis.
- Lawrence, G.D. (1984). A synthesis of learning style research involving the MBTI. Journal of Psychological Type, 8, 2-15.
- Lehman, J.R. (1994). Secondary science teachers' use of microcomputers during instruction. School Science and Mathematics, 94(8), 415-420.
- Lennon, P.A., & Melear, C.T. (1994). Matching and mismatching preservice teachers' learning styles: Keys to educating for individual differences. Journal of Elementary Science Education, 6(2), 31-51.
- Michael, S.O. (1998). Best practices in information technology (IT) management: Insights from K-12 schools' technology audits. International Journal of Education Management, 12(6), 277-288.
- North Carolina Department of Public Instruction. (2006). NC school report cards 200506. Retrieved August 10, 2007, from http://www.ncschoolreportcard.org/src/
- North Carolina Department of Public Instruction. (2007). IMPACT: Guidelines for school library media and instructional technology programs. Raleigh, NC : Author.
- Oreg, S. (2003). Resistance to change: Developing an individual differences measure. Journal of Applied Psychology, 88(4), 680-693.
- Osborne, J.W., Overbay, A.S., Grable, L.L., Vasu, E.S., & Seaton, A.C. (2008, March). IMPACTing schools through instructional technology: Results for teachers from a three-year study. Paper presented at the annual American Educational Research Association, New York.
- Price, L. (2004). Individual differences in learning: Cognitive control, cognitive style, and learning style. Educational Psychology, 24(5), 681-698.
- Strunk, K.O., & Robinson, J.P. (2006). Oh won’t you stay: A multilevel analysis of the difficulties of retaining beginning teachers. Peabody Journal of Education, 81(4), 65-94.
- Vakola, M., Tsaousis, I, & Nikolaou I. (2004). The role of emotional intelligence and personality variables on attitudes toward organizational change. Journal of Managerial Psychology, 19(2), 88-110.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Relationships Between Teacher Personality Type and Technology Integration Indicators
Rhonda Christensen, Institute for the Integration of Technology into Teaching & Learning/UNT, United States; Michele Williams, Jesuit College Preparatory High School, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2745–2753
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.